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Designing Rubrics for Writing Assignments

Designing Rubrics for Writing Assignments. A Writing Across the Curriculum & Writing In the Disciplines Workshop. Dr. Robert T. Koch Jr. Director, University Writing Center University of North Alabama 4 March, 2008. Today’s Goals.

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Designing Rubrics for Writing Assignments

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  1. Designing Rubrics for Writing Assignments A Writing Across the Curriculum & Writing In the Disciplines Workshop Dr. Robert T. Koch Jr. Director, University Writing Center University of North Alabama 4 March, 2008

  2. Today’s Goals • Learn about rubrics, including why they are useful and what types exist • Work through the process of developing a rubric for a writing assignment. This involves • Researching Models • Indentifying Requirements • Accounting for the Unexpected • Developing a Rating Scale • Testing the Rubric

  3. Why Use Rubrics? • Clarify assignment comprehension • Encourage performance • Expedite grading process • Increase accuracy and consistency • Improve teacher-student communication • Reduce arguments (Suskie, 2004, p.124-125)

  4. Types of Rubrics • Checklists • Good for labs and required process steps • Rating Scale • Superior, Above Average, etc. • Description • Each criteria at each level gets a description • Holistic • Characteristic narratives for each level of quality (Suskie, 2004, p. 125-133)

  5. Rubric Development • Look for models • Study to see what others have done • Build on them – don’t reinvent the wheel • Get permission from original authors for the use of their work, and recognize their work.

  6. Rubric Development • List your requirements • “What should students demonstrate in the final product”? (Suskie, 2004, p.134) • Content? • Higher Order Concerns? • Lower (or Later) Order Concerns? • Genre Conventions • Build around the 3-8 items that are most crucial • Cut and Combine where possible

  7. Rubric Development • Account for the unexpected • Avoid dry papers that seek only to fulfill the rubric requirements • effort • creativity • insight • inspiration

  8. Rubric Development • Develop the rating scale • Determine the levels • At least 3, usually 5 levels • A through F (+/-), Superior through Failing, etc. • Watch wording • Action verbs • Clear adjectives • Avoid adequate, appropriate, acceptable • What do these mean?

  9. Rubric Development • Test the rubric • Provides a better sense of the rubric’s effectiveness • Helps find any possible problems. • Use a variety of writing samples • Poor • Average • Excellent

  10. References Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing.

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